Lessons Learned: A Strategic Alliance to Improve Elementary Physical Education in an Urban School District

Thompson, Hannah; Haguewood, Robin; Tantoco, Nicole; Madsen, Kristine A.

doi:10.1353/cpr.2015.0058

Cited by 5 publications

(4 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several limitations warrant comment. Although alliance partners have attributed the positive changes in PE to the collection and dissemination of local data, it is unclear if these changes resulted directly from the public disclosure efforts or from other unidentified factors. Results might be different in a district with a PE department less invested than SFUSD in improving PE.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Public Disclosure to Improve Physical Education in an Urban School District: Results From a 2‐Year Quasi‐Experimental Study

Thompson

Vittinghoff

Linchey

et al. 2015

Journal of School Health

Self Cite

View full text Add to dashboard Cite

BACKGROUND Many elementary schools have policies requiring a minimum amount of physical education (PE). However, few schools comply with local/state PE policy and little is known about how to improve adherence. We evaluated changes in PE among 5th-grade classes, following participatory action research efforts to improve PE quantity and policy compliance that focused on publically disclosing PE data. METHODS Data were collected at 20 San Francisco public elementary schools in the spring of 2011 and 2013. PE schedules were collected and PE classes were directly observed (2011, N = 30 teachers; 2013, N = 33 teachers). Data on the proportion of schools meeting state PE mandates in 2011 were shared within the school district and disclosed to the general public in 2012. RESULTS From 2011 to 2013, PE increased by 11 minutes/week based on teachers’ schedules (95% CI: 3.0, 19.6) and by 14 minutes/week (95% CI: 1.9, 26.0) based on observations. The proportion of schools meeting the state PE mandate increased from 20% to 30% (p = .27). CONCLUSIONS Positive changes in PE were seen over a 2-year period following the public disclosure of data that highlighted poor PE policy compliance. Public disclosure could be a method for ensuring greater PE policy adherence.

show abstract

Section: Discussionmentioning

confidence: 99%

“…The alliance then elected to disseminate the study results through reports and a press release, which resulted in newspaper, TV, and radio coverage . In reflecting on the participatory action research, alliance members cited the public disclosure of PE data as an important tool for increasing priority and funding for PE …”

mentioning

confidence: 99%

Public Disclosure to Improve Physical Education in an Urban School District: Results From a 2‐Year Quasi‐Experimental Study

Thompson

Vittinghoff

Linchey

et al. 2015

Journal of School Health

Self Cite

View full text Add to dashboard Cite

show abstract

“…Interviews were conducted by Assistant Research Professor and lead author (HRT) who had prior training and experience in conducting qualitative interviews [ 18 , 29 – 31 ]. She had worked in collaboration with four of the district-level interviewees to establish the study, but had no relationship with them prior to, or outside of, the research project.…”

Section: Methodsmentioning

confidence: 99%

“…Elementary schools are less likely to comply with PE state standards than secondary schools, [ 10 ] and are thus a key target for interventions that increase adherence to existing PE law. Qualitative evidence from district and school staff suggests interventions to increase PE law compliance are likely to be most impactful when they include an implementation process that engages multiple levels of influence (district, principals, and teachers) and provide in-school support for PE, such as PE teachers, along with teacher trainings and coaching [ 13 – 18 ]. However, little is known about best implementation practices for applying such layered supports to ensure PE is implemented with fidelity to state law [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Implementation of elementary school physical education quantity and quality law through school district audit, feedback, and coaching

Thompson

Madsen

Zamek

et al. 2023

Int J Behav Nutr Phys Act

Self Cite

View full text Add to dashboard Cite

Background To address low state physical education (PE) quantity and quality law implementation in elementary schools, the New York City Department of Education (NYCDOE) delivered a multilevel intervention (PE Works; 2015-2019), which included a district-led audit of school PE-law implementation, feedback, and coaching with principals. Using the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) implementation science framework, we assessed the primary multilevel drivers of success for this approach in increasing adherence to PE quantity and quality law. Methods We conducted in-depth, semi-structured interviews with district-level personnel (n=17), elementary school administrators (n=18), and PE teachers (n=6) in 2020-21. Results Interview results suggested several key RE-AIM drivers of successful PE law implementation. Reach: Ensure higher-need schools receive the necessary initial support to improve PE and later focus on lower-need schools. Effectiveness: Provide support tailored to school needs, not penalties, to improve PE. Adoption: Increase the priority of PE at both district and school levels (e.g., audit and feedback, themselves, appear to elevate PE’s priority). Streamline data collection and feedback reports; collecting/reporting too much information is burdensome and leads to lack of focus. Involve qualified (i.e., skilled in both school administration and PE programming/pedagogy) district-level personnel to work collaboratively with schools. Implementation: Build strong, trusting district-school relationships. Maintenance: Provide ongoing district-level support to schools and involve parents to advocate for quality PE. Conclusions PE audits, feedback, and coaching (PEAFC) can guide schools in establishing long-term plans for successfully implementing PE-related law. Future research should examine the impact of PEAFC elsewhere (e.g., secondary schools, other districts).

show abstract

Access to credentialed elementary physical education teachers in California and students' cardiorespiratory fitness

Thompson

Singh

Ibarra-Castro

et al. 2019

Preventive Medicine

View full text Add to dashboard Cite

Lessons Learned: A Strategic Alliance to Improve Elementary Physical Education in an Urban School District

Abstract: This strategic alliance succeeded in promoting district-level priority and funding for PE. Ongoing alliance work will focus on increasing accountability measures for PE, which may take longer to implement.

Cited by 5 publications

References 14 publications

Public Disclosure to Improve Physical Education in an Urban School District: Results From a 2‐Year Quasi‐Experimental Study

Public Disclosure to Improve Physical Education in an Urban School District: Results From a 2‐Year Quasi‐Experimental Study

Implementation of elementary school physical education quantity and quality law through school district audit, feedback, and coaching

Access to credentialed elementary physical education teachers in California and students' cardiorespiratory fitness

Contact Info

Product

Resources

About